An Analysis of the Language of Attribution in University Students' Academic Essays

Autor/in	Jabulani, Sibanda
Titel	An Analysis of the Language of Attribution in University Students' Academic Essays
Quelle	In: South African Journal of Education, 34 (2014) 3, Artikel 895 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Essays; Teaching Methods; College Students; Course Descriptions; Grammar; Phrase Structure; Punctuation; College Faculty; Syntax; Foreign Countries; Writing Instruction; Academic Discourse; Verbs; Citations (References); Morphemes; English; Language Usage; African Languages; Native Language; Content Analysis; English (Second Language); Language of Instruction; Error Patterns; South Africa + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Kursstrukturplan; Grammatik; Phrasenstruktur; Interpunktion; Fakultät; Ausland; Schreibunterricht; Discourse; Diskurs; Citations; Zitat; Morphem; English language; Englisch; Sprachgebrauch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Inhaltsanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Fehlertyp; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study reports on challenges related to the use of the language of attribution in academic essay writing by Post-Graduate Certificate in Education (PGCE) students at Rhodes University, as a microcosm of similar challenges faced by university students elsewhere. The study content-analysed 150 essays written by 50 PGCE students taking the course "Language, Learning and Cognition" which the researcher taught. Key categories analysed were: student preferences for the type and style of incorporating authors' ideas in own academic essays, appropriateness of attributive words used, punctuation within the language of attribution, tense consistencies, appropriateness of attendant lexico-grammatical collocations, attributive words' fit with the syntax and grammar of the writer's ideas, as well as their consonance with the spirit and intent of the citations. Although findings point to gross challenges across all categories of analysis, they were most glaring in the matching of attributive words with the intent of citations and in the use of proper punctuation. Chief among the study's recommendations is the need for explicit instruction in, and attention to, the language of attribution in university students' essays by all lecturers and not just those in academic literacy development. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01